Teacher: Mr.

Strumph__ Grade: __7_____ Date: ___3/29/17__

Day: ___6___ Subject: ____Civics_________ Time: 9:08 10:03_

Cognitive Level(s) of Lesson: (Refer to Blooms Taxonomy)

Objective:

TLWD: analysis of how Harriet Tubman fought against the oppression of slavery by examining
documents and answering scaffolding questions.

The Blooms Taxonomy level is Evaluation.

NJCCCS addressed:

SOC. 6.1.8.A.3.b Evaluate the effectiveness of the principles of the Constitution (i.e. consent of
the governed, rule of law, federalism, limited government, separation of powers, checks and
balances, and individual rights) in establishing a federal government that allows for growth and
change over time.

SOC.6.1.8.C.5.b. Analyze the economic impact of Reconstruction on the South from different
perspectives.

SOC. 6.1.8.D.5.c. Examine the role of women, African Americans, and Native Americans in the
Civil War.

CCSS.ELA Literacy. RL.8.2 Determine a theme or central idea of a text and analyze its
development over the course of a text, including its relationship with characters, setting, plot;
provide an objective summary of the text.

Instructional Strategies (Indicate Level of Blooms Taxonomy and CCCS where applicable)
Opening:

1. Teacher will begin the lesson by instructing the students to sit in their assigned seats. Teacher will
then instruct students to take out their daily Do-Now grammar correction sheet and begin working
on making corrections on it. (Anticipatory Set, Comprehension)

2. Teacher will then inform the students Today, we will continue our DBQ assignment abput Harriet
Tubmans life and will answer the question What was Harriet Tubmans greatest achievement?
(Purpose Setting)

3. Teacher will ask the students questions about the DBQ and how to form a proper thesis statement.
(Review, Assessment of Background Knowledge)
Presentation

4. Teacher will give each student their DBQ packet about the Harriet Tubman and her life. Teacher
will read off of their own DBQ packet, and have students highlight the key concepts the students could
use for their essay. (Modeling, Input)

5. The teacher will stop at certain points to ask/discuss questions about the specific document being
read out loud. Questions included: What was Tubmans life like as a child? Was Harriet Tubmans
main job during the Civil War? Targeted Responses: Harriet Tubman life during her childhood was
extremely difficult. At age 5 she was taking care of children, at 12 she was hauling logs on a field.
During the Civil War, Harriet Tubman was in charge of a group of spies whos job was to gather
intelligence about the Souths army. (Checking for Understanding, Evaluation). (Questions may vary
depending on class)

6. Teacher will then hand out a graphic organizer for the students to use as a prewriting guide when
writing their essay.

7. Teacher will model how to complete the graphic organizer being handed out.. (Modeling)

Guided Practice:

8. Students will then use their DBQ packets and answers to the questions while completeing the
graphic organizer. (Application).

9. Teacher will walk around and listen to the students when they are completing their graphic
organizers. Teacher will also answer any questions the students may have. Teacher will address any
student who is struggling with the assignment individually.

10. Students will continue to work on the graphic organizer and will be expected to have it completed
at the end of class. (Analysis)

11. Within the last five minutes of class, students will be asked to write on a sticky note the answer to
the question What is a thesis statement? (Review)

Closure:

12. When the students are done working on the Cool Down, Teacher will say Today we continued to
complete our DBQ packet about Harriet Tubmans life and should be starting the essay required for
this assignment. This is especially important when trying to understand how to defend your own
argument. (Summary of Main Points, Ties Points to a Coherent Whole)

13. The teacher will ask if there are any questions about the lesson and then ask if they understand
how to complete their DBQ essay? (Review)

14. The teacher will state that In our next class we will continue the DBQ and complete our essays
about What was Harriet Tubmans greatest achievement? (Preview of Future Lesson).
Assessment
Formative:

a. The assessment of the lesson will be derived from the students participation and answers done
during the Warm-Up and Cool-Down. (Individual Measurability)

b. Individual student progress through the graphic organizer will be recorded. (Evaluation)

Summative:

a. When this DBQ packet and graphic organizer assignment is completed, students will write an essay
on What was Harriet Tubmans greatest achievement?

Differentiation

Varying Content:

a. For Weaker Students: The teacher will offer additional help after school. The teacher will provide
worksheets and guides as supplemental aids. Teacher will rephrase directions and ensure student
attention before introducing model. (Varying Content)

b. For Advanced Students: The teacher will have them complete five documents in the packets and
answer questions for this document as opposed to four documents.

Varying Process:

a. The grouping/seating of the students will be heterogeneous.

Varying Product:

a. The research assignment will be modified in order to meet all students needs, in order to ensure full
understanding of the task.

b. Tests, projects, and assignments will be modified based on the students IEP needs.

Technology:
a. If there is technology access in the classroom the smartboard will be utilized in
the classroom along with the students having access to chromebooks to complete
the Warm-Up and Cool-Down. Chromebooks will not be used for anything else for students will read
a script from a packet provided to them.

b. If there is no technology access in the classroom, the teacher will write the warm-
up, objective, and instructions on the white board, stopping at specific points to
check for students understanding. After everything is written down, students will complete graphic
organizers and eventually write their essays.